Tanzania Ministry of Health Manual Covers Basic Computer Skills

UNITED REPUBLIC OF TANZANIA
Ministry of Health and Social Welfare
CMT 04106 Basic
Computer
Applications
NTA Level 4 Semester 1
Student Manual
August 2010

CMT 04106 Basic Computer Applications NTA Level 4 Semester 1 Student Manual
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Copyright © Ministry of Health and Social Welfare – Tanzania 2010

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Table of Contents
Background and Acknowledgement...................................................................... iv
Introduction .......................................................................................................... ix
Abbreviations......................................................................................................... x
Module Sessions
Session 1: Introduction to Basic Computers........................................................... 1
Session 2: Microcomputer Hardware, Components and their Functions................11
Session 3: Operating System, Hardware and Software..........................................19
Session 4: Getting Started with Microsoft Word 2003 ..........................................25
Session 5: MS Word 2003 Basics .........................................................................41
Session 6: Advanced Formatting in MS Word ......................................................57
Session 7: Creating Tables Using Microsoft Word................................................69
Session 8: Working with Images in MS Word ......................................................81
Session 9: Printing and Managing Documents in MS Word..................................95
Session 10: Merging Documents, Mail Merge, and Templates in MS Word .......103
Session 11: MS Excel Window Features.............................................................113
Session 12: Creating Formulas in MS Excel .......................................................137
Session 13: MS Excel Worksheet Layout and Management................................157
Session 14: Dealing With MS Excel Cells ..........................................................171
Session 15: Charts in MS Excel ..........................................................................191
Session 16: Printing Management for MS Excel.................................................213
Session 17: MS PowerPoint Basics.....................................................................225
Session 18: Enhancing a MS PowerPoint Presentation........................................247
Session 19: Creating a MS PowerPoint Slide Show ............................................269
Session 20: Internet, Web and Computer Communications.................................285
Session 21: Computer Safety -Viruses, Data Storage and Protection ..................297

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Background and Acknowledgement
In April 2009, a planning meeting was held at Kibaha which was followed up by a Task
Force Committee meeting in June 2009 at Dodoma and developed a proposal which guided
the process of the development of standardised Clinical Assistant (CA) and Clinical Officer
(CO) training materials which were based on CA/CO curricula. The purpose of this process
was to standardize the entire curriculum with up-to-date content which would then be
provided to all Clinical Assistant and Clinical Officer Training Centres (CATCs/COTCs).
The perceived benefit was that, by standardizing the quality of content and integrating
interactive teaching methodologies, students would be able to learn more effectively and that
the assessment of students’ learning would have more uniformity and validity across all
schools.
In September 2009, MOHSW embarked on an innovative approach of developing the
standardised training materials through the Writer’s Workshop (WW) model. The model
included a series of three-week workshops in which pre-service tutors and content experts
developed training materials, guided by facilitators with expertise in instructional design and
curriculum development. The goals of WW were to develop high-quality, standardized
teaching materials and to build the capacity of tutors to develop these materials.
The new training package for CA/CO cadres includes a Facilitator Guide, Student Manual
and Practicum. There are 40 modules with approximately 600 content sessions. This product
is a result of a lengthy collaborative process, with significant input from key stakeholders and
experts of different organizations and institutions, from within and outside the country.
The MOHSW would like to thank all those involved during the process for their valuable
contribution to the development of these materials for CA /CO cadres. We would first like to
thank the U.S. Centers for Disease Control and Prevention’s Global AIDS Program
(CDC/GAP) Tanzania, and the International Training and Education Center for Health (I-
TECH) for their financial and technical support throughout the process. At CDC/GAP, we
would like to thank Ms. Suzzane McQueen and Ms. Angela Makota for their support and
guidance. At I-TECH, we would especially like to acknowledge Ms. Alyson Shumays,
Country Program Manager, Dr. Flavian Magari, Country Director, Mr. Tumaini Charles,
Deputy Country Director, and Ms. Susan Clark, Health Systems Director. The MOHSW
would also like to thank the World Health Organization (WHO) for technical and financial
support in the development process.
Particular thanks are due to those who led this important process: Dr. Bumi L.A.
Mwamasage, the Assistant Director for Allied Health Sciences Training, Dr. Mabula Ndimila
and Mr. Dennis Busuguli, Coordinators of Allied Health Sciences Training, Ministry of
Health and Social Welfare, Dr. Stella Kasindi Mwita, Programme Officer Integrated
Management of Adults and Adolescent Illnesses (IMAI), WHO Tanzania and Stella M.
Mpanda, Pre-service Programme Manager, I-TECH.
Sincere gratitude is expressed to small group facilitators: Dr. Otilia Gowele, Principal, Kilosa
COTC, Dr. Violet Kiango, Tutor, Kibaha COTC, Ms. Stephanie Smith, Ms. Stephanie
Askins, Julie Stein, Ms. Maureen Sarewitz, Mr. Golden Masika, Ms. Kanisia Ignas, Ms.
Yovitha Mrina and Mr. Nicholous Dampu, all of I-TECH, for their tireless efforts in guiding
participants and content experts through the process. A special note of thanks also goes to

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Dr. Julius Charles and Dr. Moses Bateganya, I-TECH’s Clinical Advisors, and other Clinical
Advisors who provided input. We also thank individual content experts from different
departments of the MOHSW and other governmental and non-governmental organizations,
including EngenderHealth, Jhpiego and AIHA, for their technical guidance.
Special thanks goes to a team of I-TECH staff namely Ms. Lauren Dunnington, Ms.
Stephanie Askins, Ms. Stephanie Smith, Ms Aisling Underwood, Golden Masika, Yovitha
Mrina, Kanisia Ignas, Nicholous Dampu, Michael Stockman and Stella M. Mpanda for
finalising the editing, formatting and compilation of the modules.
Finally, we very much appreciate the contributions of the tutors and content experts
representing the CATCs/COTCs, various hospitals, universities, and other health training
institutions. Their participation in meetings and workshops, and their input in the
development of content for each of the modules have been invaluable. It is the commitment
of these busy clinicians and teachers that has made this product possible.
These participants are listed with our gratitude below:
Tutors
Ms. Magdalena M. Bulegeya – Tutor, Kilosa COTC
Mr. Pius J.Mashimba – Tutor, Kibaha Clinical Officers Training Centre (COTC)
Dr. Naushad Rattansi – Tutor, Kibaha COTC
Dr. Salla Salustian – Principal, Songea CATC
Dr. Kelly Msafiri – Principal, Sumbawanga CATC
Dr. Joseph Mapunda - Tutor, Songea CATC
Dr. Beda B. Hamis – Tutor, Mafinga COTC
Col Dr. Josiah Mekere – Principal, Lugalo Military Medical School
Mr. Charles Kahurananga – Tutor, Kigoma CATC
Dr. Ernest S. Kalimenze – Tutor, Sengerema COTC
Dr. Lucheri Efraim – Tutor, Kilosa COTC
Dr. Kevin Nyakimori – Tutor, Sumbawanga CATC
Mr. John Mpiluka – Tutor, Mvumi COTC
Mr. Gerald N. Mngóngó –Tutor, Kilosa COTC
Dr. Tito M. Shengena –Tutor, Mtwara COTC
Dr. Fadhili Lyimo – Tutor, Kilosa COTC
Dr. James William Nasson– Tutor, Kilosa COTC
Dr. Titus Mlingwa – Tutor, Kigoma CATC
Dr. Rex F. Mwakipiti – Principal, Musoma CATC
Dr. Wilson Kitinya - Principal, Masasi ( Clinical Assistants Training Centre (CATC)
Ms. Johari A. Said – Tutor, Masasi CATC
Dr. Godwin H. Katisa – Tutor, Tanga Assistant Medical Officers Training Centre (AMOTC)
Dr. Lautfred Bond Mtani – Principal, Sengerema COTC
Ms Pamela Henry Meena – Tutor, Kibaha COTC
Dr. Fidelis Amon Ruanda – Tutor, Mbeya AMOTC
Dr. Cosmas C. Chacha – Tutor, Mbeya AMOTC
Dr. Ignatus Mosten – Ag. Principal, Tanga AMOTC
Dr. Muhidini Mbata – Tutor, Mafinga COTC
Dr. Simon Haule – Ag. Principal, Kibaha COTC
Ms. Juliana Lufulenge - Tutor, Kilosa COTC
Dr. Peter Kiula – Tutor, Songea CATC

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Mr. Hassan Msemo – Tutor, Kibaha COTC
Dr. Sangare Antony –Tutor, Mbeya AMOTC
Content Experts
Ms. Emily Nyakiha – Principal, Bugando Nursing School, Mwanza
Mr. Gustav Moyo - Registrar, Tanganyika Nursesand Midwives Council, Ministry of Health
and Social Welfare (MOHSW).
Dr. Kohelet H. Winani - Reproductive and Child Health Services, MOHSW
Mr. Hussein M. Lugendo – Principal, Vector Control Training Centre (VCTC), Muheza
Dr. Elias Massau Kwesi - Public Health Specialist, Head of Unit Health Systems Research
and Survey, MOHSW
Dr. William John Muller - Pathologist, Muhimbili National Hospital (MNH)
Mr. Desire Gaspered - Computer Analyst, Institute of Finance Management (IFM), Dar es
Salaam
Mrs. Husna Rajabu - Health Education Officer, MOHSW
Mr. Zakayo Simon - Registered Nurse and Tutor, Public Health Nursing School (PHNS)
Morogoro
Dr. Ewaldo Vitus Komba - Lecturer, Department of Internal Medicine, Muhimbili University
of Health and Allied Sciences School (MUHAS)
Mrs. Asteria L.M. Ndomba - Assistant Lecturer, School of Nursing, MUHAS
Mrs. Zebina Msumi - Training Officer, Extended programme on Immunization (EPI),
MOHSW
Mr. Lister E. Matonya - Health Officer, School of Environmental Health Sciences (SEHS),
Ngudu, Mwanza.
Dr. Joyceline Kaganda - Nutritionist, Tanzania Food and Nutrition Centre (TFNC),
MOHSW.
Dr. Suleiman C. Mtani - Obstetrician and Gynecologist, Director, Mwananyamala Hospital,
Dar es salaam
Mr. Brown D. Karanja - Pharmacist, Lugalo Military Hospital
Mr. Muhsin Idd Nyanyam - Tutor, Primary Health Care Institute (PHCI), Iringa
Dr. Judith Mwende - Ophthalmologist, MNH
Dr. Paul Marealle - Orthopaedic and Traumatic Surgeon, Muhimbili Orthopedic Institute
(MOI),
Dr. Erasmus Mndeme - Psychiatrist, Mirembe Refferal Hospital
Mrs. Bridget Shirima - Nurse Tutor (Midwifery), Kilimanjoro Chrician Medical Centre
(KCMC)
Dr. Angelo Nyamtema - Tutor Tanzania Training Centre for International Health (TTCIH),
Ifakara.
Ms. Vumilia B. E. Mmari - Nurse Tutor (Reproductive Health) MNH-School of Nursing
Dr. David Kihwele - Obs/Gynae Specialist, and Consultant
Dr. Amos Mwakigonja – Pathologist and Lecturer, Department of Morbid Anatomy and
Histopathology, MUHAS
Mr. Claud J. Kumalija - Statistician and Head, Health Management Information System
(HMIS), MOHSW
Ms. Eva Muro, Lecturer and Pharmacist, Head Pharmacy Department, KCMC
Dr. Ibrahim Maduhu - Paediatrician, EPI/MOHSW
Dr. Merida Makia - Lecturer Head, Department of Surgery, MNH
Dr. Gabriel S. Mhidze - ENT Surgeon, Lugalo Military Hospital
Dr. Sira Owibingire - Lecturer, Dental School, MUHAS
Mr. Issai Seng’enge - Lecturer (Health Promotion), University of Dar es Salaam (UDSM)

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Prof. Charles Kihamia - Professor, Parasitology and Entomology, MUHAS
Mr. Benard Konga - Economist, MOSHW
Dr. Martha Kisanga - Field Officer Manager, Engender Health, Dar es Salaam
Dr. Omary Salehe - Consultant Physician, Mbeya Referral Hospital
Ms Yasinta Kisisiwe - Principal Nursing Officer, Health Education Unit (HEU), MOHSW
Dr. Levina Msuya - Paediatrician and Principal, Assistant Medical Officers Training Centre
(AMOTC), Kilimanjaro Christian Medical Centre (KCMC)
Dr. Mohamed Ali - Epidemiologist, MOHSW
Mr. Fikiri Mazige - Tutor, PHCI-Iringa
Mr. Salum Ramadhani - Lecturer, Institute of Finance Management
Ms. Grace Chuwa - Regional RCH Coordinator, Coastal Region
Mr. Shija Ganai - Health Education Officer, Regional Hospital, Kigoma
Dr. Emmanuel Suluba - Assistant Lecturer, Anatomy and Histology Department, MUHAS
Mr. Mdoe Ibrahim - Tutor, KCMC Health Records Technician Training Centre
Mr. Sunny Kiluvia - Health Communication Consultant, Dar es Salaam
Dr. Nkundwe Gallen Mwakyusa - Ophthalmologist, MOHSW
Dr. Nicodemus Ezekiel Mgalula -Dentist, Principal Dental Training School, Tanga
Mrs. Violet Peter Msolwa - Registered Nurse Midwife, Programme Officer, National AIDS
Control Programme (NACP), MOHSW
Dr. Wilbert Bunini Manyilizu - Lecturer, Mzumbe University, Morogoro
Editorial Review Team
Dr. Kasanga G. Mkambu - Obstertric and Gynaecology specialist, Tanga Assistant Medical
Officers Training Centre (AMOTC)
Dr. Ronald Erasto Msangi - Principal, Bumbuli COTC
Mr. Sita M. Lusana - Tutor, Tanga Environmental Health Science Training Centre
Mr. Ignas Mwamsigala - Tutor (Entrepreneurship) RVTC Tanga
Mr. January Karungula - RN, Quality Improvement Advisor, Muhimbili National Hospital
Prof. Pauline Mella - Registered Nurse and Profesor, Hubert Kairuki Memorial University
Dr. Emmanuel A. Mnkeni – Medical Officer and Tutor, Kilosa COTC
Dr. Ronald E. Msangi - Principal, Bumbuli COTC
Mr. Dickson Mtalitinya - Pharmacist, Deputy Principal, St Luke Foundation, Kilimanjaro
School of Pharmacy
Dr. Janeth C. Njau - Paediatrician/Tutor, Kibaha COTC
Mr. Fidelis Mgohamwende - Labaratory Technologist, Programme Officer National Malaria
Control Programme (NMCP), MOHSW
Mr. Gasper P. Ngeleja - Computer Instructor, RVTC Tanga
Dr. Shubis M Kafuruki - Research Scientist, Ifakara Health Institute, Bagamoyo
Dr. Andrew Isack Lwali - Director, Tumbi Hospital
Librarians and Secretaries
Mr. Christom Aron Mwambungu - Librarian MUHAS
Ms. Juliana Rutta - Librarian MOHSW
Mr. Hussein Haruna - Librarian, MOHSW
Ms. Perpetua Yusufu - Secretary, MOHSW
Mrs. Martina G. Mturano -Secretary, MUHAS
Mrs. Mary F. Kawau - Secretary, MOHSW

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IT support
Mr. Isaac Urio - IT Consultant, I-TECH
Mr. Michael Fumbuka - Computer Systems Administrator – Institute of Finance and
Management (IFM), Dar es Salaam
Dr. Gilbert Mliga
Director of Human Resources Development, Ministry of Health and Social Welfare

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Introduction
Module Overview
This module content has been prepared to enhance learning of students of Clinical Assistant
(CA) and Clinical Officer (CO) schools. The session contents are based on the sub-enabling
outcomes of the curricula of CA and CO. The module sub-enabling outcomes are as follows:
4.3.1 Identify main parts of a computer and operating system
4.3.2 Recognize and use computer applications and productivity software.
4.3.3 Recognize computer virus and security system
Who is the Module For?
This module is intended for use primarily by students of CA and CO schools. The module’s
sessions give guidance on contents and activities of the session and provide information on
how students should follow the tutor when he/she teaches the module. It also provides
guidance and necessary information for students to read the materials on his/her own. The
sessions also include different activities which focus on increasing students’ knowledge,
skills and attitudes.
How is the Module Organized?
The module is divided into 21 sessions; each session is divided into several sections. The
following are the sections of each session:
 Session Title: The name of the session.
 Learning Objectives – Statements which indicate what the student is expected to have
learned at the end of the session.
 Session Content – All the session contents are divided into subtitles. This section
includes contents and activities with their instructions to be done during learning of the
contents.
 Key Points – Each session has a step which concludes the session contents near the end
of a session. This step summarizes the main points and ideas from the session.
 Evaluation – The last section of the session consists of short questions based on the
learning objectives to check if you understood the contents of the session. The tutor will
ask you as a class to respond to these questions; however if you read the session by
yourself try answering these questions to evaluate yourself if you understood the session.
 Handouts – Additional information which can be used in the classroom while the tutor is
teaching or later for your further learning. Handouts are used to provide extra information
related to the session topic that cannot fit into the session time. Handouts can be used by
the students to study material on their own and to reference after the session. Sometimes,
a handout will have questions or an exercise for students to answer.
How Should the Module be Used?
Students are expected to use the module in the classroom and clinical settings and during self
study. The contents of the modules are the basis for learning Basic Computer Applications.
Students are therefore advised to learn all the sessions including all relevant handouts and
worksheets during class hours, clinical hours and self study time. Tutors are there to provide
guidance and to respond to all difficulty encountered by students. One module will be
assigned to 5 students and it is the responsibility of the tutor to do this assignment for easy
use and accessibility of the student manuals to students.

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Abbreviations
ALT Alternative
ANSI American National Standards Institute's
AOLs American Online
ARPANET Advanced Research Project Agency Network
ASCII American Standard Code for Information Interchange
BIOS Basic Impute Output System
CD-ROM compact disk –Read Only Memory
CD-RW compact disk re-writable
CDs Compact Disks
CERN Center for European Nuclear Research
CMOS Complementary Metal Oxide Semiconductor
Com communication
CPU Central Processing Unit
CTRL Control
DC Direct Current
DEC Desktop Computer
DIP Dual in line Package switches
DOS Disk Operating System
DVDs Digital Versatile (or Video) Disks
Edu education
FDC Floppy Disk Controller
FDD floppy Disk Drive
FDD Floppy Disk Drive
GUI Graphic User Interface
HD Hard disk
HDD Hard Disk Drive
HTML Hypertext Markup Language
I/O input /output
IC Integrated Circuits
IFM Institute Finance Management
IM instant message
IM Instant messaging
IRC Internet Relay Chat
ISA Industrial Standard Architecture Peripheral
ISP Internet Service Providers
IT Information Technology
KBC Keyboard Controller
LCD Liquid Crystal Display
MDI Multiple Document Interface
MS Microsoft
NT New Technology
OEM Original Equipment Manufacturer
OS operating system
PC personal computer
PCI Interface Connector

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PCI peripheral components interconnect
RAM Random Access Memory
RAM random access memory
ROM Read Only Memory
RSI Repetitive Strain Injury
SIMM single in-line memory module
STB Surface Transportation Board
TOC Table of Contents
UNIX Uniplexed Information and Computing System
UPS uninterruptable power supply
URLs Uniform Resource Locators
USB Universal Serial Bus
VDU Video Display Unit
VGA Video Graphics Adapter
VLB Vesa Local Bus
WWW World Wide Web

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Session 1: Introduction to Basic Computers 1
Session 1: Introduction to Basic Computers
Learning Objectives
By the end of this session, students are expected to be able to:
 Define the term ‘computer’
 Describe the history of computers
 Describe the types and characteristics of computers
 Describe the factors that impact computer performance
 Explain the layout of the keyboard
 Identify key steps in maintaining health and safety when using a computer
General Definition of Computer
 Computer: An electronic machine that takes data, stores it, processes that data and
produces information. See Figure 1 below.
o Computers are used in business for many tasks including word processing, filing,
assembling numbers and facts associated with general office functions, such as
accounting, payroll processing and personnel record keeping.
 Data: Unprocessed facts; processing data gives information.
Figure 1: Computer System
Source: Stallings, 2003
The Two Principal Characteristics of a Computer
 A computer responds to a specific set of instructions in a well-defined manner.
 A computer can execute a pre-recorded list of instructions (a program).
The History of Computers
 The history of computers passes through four generations as follows:

The First Generation: 1946 – 1958 (The Vacuum Tube Years)
 The first electronic computers used vacuum tubes as switches, and although the tubes
worked, they had many problems:
o It consumed a great deal of electrical power and gave off enormous heat.
o Primarily because of the heat they generated, tubes were unreliable and failed
frequently in larger systems.
The Second Generation: 1959 – 1964 (The Era of the Transistor)
 The invention of the transistor, or semiconductor, was one of the most important
developments leading to the personal computer revolution.
 The transistor, which essentially functions as a solid-state electronic switch, replaced the
much less suitable vacuum tube with the following advantages:
o The transistor was much smaller.
o Consumed significantly less power.
o A computer system built with transistors was much smaller, faster, and more efficient
than a computer system built with vacuum tubes.
The Third Generation: 1965 – 1970 (Integrated Circuits)
 Integrated circuit (IC) is a semiconductor circuit that contains more than one transistor on
the same base (or substrate material) and connects the transistors without wires
 The first IC contained only six transistors.
 By comparison, the Intel Pentium Pro microprocessor used in many of today's high-end
systems has more than 5.5 million transistors.
The Fourth Generation: 1971 – Today (The Microprocessor)
 The first microprocessor; the Intel 4004, a 4-bit processor, was introduced in 1971.
 The chip operated on 4 bits of data at a time.
 The successor to the 4004 chip, the 8008 8-bit microprocessor, was introduced in 1972.
 In late 1973, Intel introduced the 8080 microprocessor, which was 10 times faster than the
earlier 8008 chip and addressed 64K of memory.
 This breakthrough was the one that the personal computer industry had been waiting for.
Types of Computers
 Computers can be classified by size and power.
Workstation
 This is a powerful, single-user computer.
 They have the power to handle complex engineering applications.
 They use the UNIX, or sometimes NT, operating system.
 A workstation is like a personal computer, but it has a more powerful microprocessor and
a higher-quality monitor.
Minicomputer
 A multi-user computer: Smaller than mainframe computers that are capable of supporting
from 10 to hundreds of users simultaneously.
 These are large powerful machines typically serving a network of simple terminals.
 IBM's AS/400 is an example of a minicomputer.
 Properties of the minicomputer:
o Very powerful and expensive

o Used in medium scale organizations where it is too expensive to use mainframe
computers
Figure 2: Minicomputer
Source: Fittel, 2002
Mainframe
 These are the very largest computers; they are million-dollar machines, which can occupy
more than one room.
 An example is IBM model 390. See figure 3.
 A powerful multi-user computer capable of supporting many hundreds or thousands of
users simultaneously. They are:
o Large in size
o Expensive due to high cost of production
o High storage capacity and high processing speed
o Used in organization to process a bulk of information
Figure 3: Mainframe Computers
Source: Fittel, 2002

Supercomputer
 This is an extremely fast computer that can perform hundreds of millions of instructions
per second.
 It is a computer that leads the world in terms of accuracy, speed and precision.
 Super computers are used in military and research institutions with the following
characteristics:
o Very accurate
o High processing speed
Personal Computer or Micro Computers
 Personal computer (PC) is a small, relatively inexpensive computer designed for an
individual user.
 Personal computers are classified by size and portability as follows:
o Desktop computers
o Laptops or notebooks
o Personal Digital Assistants, palmtops or pocket computers
o Tablet computers
o Wearable computers
o Cell phones
Figure 4: Examples of Personal Computers
Sorce: Fittel,(2002)
Computer Performance
Factors that Impact a Computer’s Performance
 The higher the processor speed, the faster the computer.
 The more memory you have (RAM), the faster the PC will appear to operate.
 The more programs which are running at the same time, the slower each one will run.
 The lower the hard disk size, the slower the computer.
 The more start-up programs the slower the computer.
o These are programs that load automatically during start-up.
o Most of them are probably unnecessary during start-up; it is better to run them
manually only at the time of use.
 Hardware problems such as overheating, short-circuiting, dust, and damage caused by
impact can cripple your system and also cause it to run slow.
 Another cause of lower computer performance is spyware.
o Spyware is software that is installed into your system that invades your privacy,
changes your settings, and even gives outside parties control over your computer.
o You can get rid of them by using ant-spyware programs or reformatting the computer.

 You use your computer to download, save and delete files. As a result, your files will be
scattered throughout your system, resulting in the slower searching and processing of
programs.
o You can solve this by running defragmentation:
 Go to My Computer and right click on the hard drive.
 Click Properties and then a window will appear.
 Click Tools on the upper portion of the window, and then click on Defragment
now.
Keyboard Layout
 Enter or Return - Moves the cursor down one line and to the left margin.
 Enter also process commands such as choosing an option in a dialog (message) boxes and
submitting a form.
 DEL or Delete - Deletes the character at cursor and/or characters to the right of the cursor
and all highlighted (or selected) text.
 Backspace - Deletes the character to the left of the cursor and all highlighted text.
 Space Bar - Moves the cursor one space at a time to the right.
 Shift Key - Use the shift keys to type capital letters and to type the upper character on any
keys with two characters on them.
 Caps Lock - Locks the keyboard so it types capital letters (a light goes on when caps lock
is on).
 Tab - Moves the cursor five spaces to the right (number of spaces are usually adjustable).
o Tab moves to the next field in a form or table (Shift-Tab for previous field).
 ESC or Escape - Cancels a menu or dialog box.
 Arrow Keys - Moves the cursor around document without changing text.
 Function Keys or F keys - Access commands by themselves or in combination with the
three command keys; CTRL, SHIFT, and ALT.
Figure 5: Keyboard
Source: Herniter, 2000
Command or Special Keys
 Command keys normally do nothing on their own but work in combination with other
keys.
 Each piece of software uses the command keys differently though there is a move to
standardize some functions.
 The Control key or Ctrl is often used to access commands.
 The Alternative key or Alt is often used to access menus.
 The Shift key is used to type capital letters.

 The command keys are all used to move through documents and edit text faster and
easier.
 Many computers have special keys designed specifically for the particular computer.
 Apple computers have the Apple keys and Macs have command keys.
 Many older computers also have special keys used for a variety of different functions.
 Some laptop keys are left out because of space limitations; they usually have a special
function key which allows other keys to double for the missing ones.
Keyboard Shortcuts for Windows
 F1: Help
 CTRL+ESC: Open Start menu
 ALT+Tab: Switch between open programs
 ALT+F4: Quit program
 Shift+Delete: Delete item permanently
Windows Program Key Combinations
 CTRL+C: Copy
 CTRL+X: Cut
 CTRL+V: Paste
 CTRL+Z: Undo
 CTRL+B: Bold
 CTRL+U: Underline
Mouse Click/Keyboard Modifier Combinations for Shell Objects
 Shift+right click: Displays a shortcut menu containing alternative commands
 Shift+double click: Runs the alternate default command (the second item on the menu)
 ALT+double click: Displays properties
 Shift+Delete: Deletes an item immediately without placing it into the Recycle Bin
General Keyboard-Only Commands
 F1: Starts Windows Help
 F10: Activates menu bar options
 Shift+F10: Opens a shortcut menu for the selected item (this is the same as right-clicking
an object
 CTRL+ESC: Opens the Start menu (use the arrow keys to select an item)
 CTRL+ESC or ESC: Selects the Start button (press Tab to select the taskbar, or press
SHIFT+F10 for a context menu)
 ALT+down arrow: Opens a drop-down list box
 ALT+Tab: Switch to another running program (hold down the ALT key and then press
the Tab key to view the task-switching window)
 SHIFT: Press and hold down the Shift key while you insert a CD-ROM to bypass the
automatic-run feature
 ALT+Space bar: Displays the main window's System menu (from the System menu, you
can restore, move, resize, minimize, maximize, or close the window)
 ALT+- (ALT+hyphen): Displays the Multiple Document Interface (MDI) child window's
System menu (from the MDI child window's System menu, you can restore, move, resize,
minimize, maximize, or close the child window)

 CTRL+Tab: Switch to the next child window of a Multiple Document Interface (MDI)
program
 ALT+underlined letter in menu: Opens the menu
 ALT+F4: Closes the current window
 CTRL+F4: Closes the current Multiple Document Interface (MDI) window
 ALT+F6: Switch between multiple windows in the same program (for example, when the
Notepad Find dialog box is displayed, ALT+F6 switches between the Find dialog box
and the main Notepad window)
Two Types of Typing
 Touch typing
o This is a method of using the ‘home keys’, in which all the fingers on both hands are
used, as well as the thumbs for the space bar while typing.
o There are many commercial and public domain programs that are designed to teach
this method.
 Hunt and Peck-
o Involves using one or more finger on one or two hands to type.
o Many people get along fine with this technique but speed can be a challenge.
Basic Typing Rules
 Place one space between each word, after a punctuation mark and at the end of a
sentence.
 Always start a sentence with a capital letter.
 Use capitals for names, addresses, provinces and countries, places, organizations,
businesses, associations, schools, colleges, universities, days of the week, months,
holidays, nationalities, ethnic groups and languages.
Health and Safety in Using Computers
 Take into consideration aspects like electrical safety, eyestrain, wrist strain, etc.
 Even if one uses a computer for only for a few hours per week, improper computer use
can affect health.
 By following a few simple ideas, we can improve the working conditions and our own
safety when using the computers.
The Main Areas of Concern
 Eye strain
 Back and wrist problems
 Electrical safety
Eye Strain
 Medical evidence now suggests that working with a video display unit (VDU) does not
cause eye defects.
 It can however lead to temporary impairments in vision, sore eyes or discomfort in the
neck, shoulders and arms.
 Staring at a screen for long hours is not good for your eyes.
 Factors like poor background lighting, reflections on the screen caused by bright sunlight,
flickering screens, sitting too close or too distant from the screen all contribute to eye
problems.

Reducing Discomfort
 Provided you have a modern monitor most of these problems can be reduced
dramatically, if not eliminated.
 Increase monitor size:
o Modern monitors have a screen size of 17" – 19” (diagonal)
o This ensures that you can see the screen easily.
 Many software packages allow you to zoom in on the text, magnifying the screen image
and making it easier to read.
o Special software, e.g. zoom text, allows you to magnify the screen image
exceptionally large and is intended for users who are partially sighted.
 Monitor position:
o Monitors should be adjustable, up, down left to right, to give the best reading position.
o The monitor should be tilted slightly upwards so that you are looking down at the
screen.
 Brightness and contrast
o Adjust the brightness and contrast to minimize discomfort.
o Most software allows you to adjust the colors of the menus and text.
o Customize colors to your own choice to minimize discomfort and make it easier to
read.
o Background lighting and glare from sunlight provide problems in reading from the
screen.
o Invest in blinds and good background lighting to minimize shadows and glare.
 In cases of laptops where the screen is smaller and often more difficult to adjust, if you
are going to use a laptop for long periods where conditions allow at home or in the office,
invest in a larger monitor to attach to your laptop.
 Take regular breaks away from the computer.
 A break of 5 minutes every hour gives your eyes a chance to adjust back to normal.
Back and Wrist Problems
 One of the major problems arising when using a computer is the increase in the number of
back problems and repetitive strain injury (RSI), which damages the wrists.
 To avoid bad posture the computer should have the monitor at eye level.
 Use of a footrest may also help.
 Repetitive strain injury is caused by incorrect positioning of the hands when typing or
using the mouse.
 Use of the keyboard and the mouse over many years causes painful problems in the
wrists.
 Correct positioning of the hands above the keyboard rather than resting the wrists on the
table can overcome this.
 Careful positioning of the computer and the purchase of suitable chairs and desks can
reduce many of these problems.
Bad Posture
 Two major aspects can improve the potential risk:
o Designing a good work area for your computer
o Sitting correctly
 Buy one of the many products, trolleys or desks, where your computer fits onto shelves so
taking up less room.

 Ideally you want a desk with plenty of space for all of the computer equipment.
 You need space for the mouse, the keyboard and paperwork, without the need for overly
stretching to get to the equipment.
 If you are copying text from paper, invest in a document holder which can be attached to
the monitor, leaving your desk uncluttered but more importantly, saving you from looking
up and down at the paper and then at the monitor.
 Buy an ergonomically correct chair:
o The chair should swivel on castors, it should be adjustable, both up and down, and
give back and side support so that you are positioned at the correct height for typing
o This reduces back problems by correct positioning.
o You should also have a footstool.
 The position of the VDU is important in preventing discomfort.
 Regulations on VDUs require that all VDUs have a swivel and tilt capability.
 Most VDUs are mounted on some kind of pedestal.
Electrical Safety
 Although the computer processor works at a very small current, power into the computer
and its peripheral devices such as printers, monitors, are at normal household voltages.
 Care should be taken when attaching power leads or changing over devices, which are
often at the back of the computer and usually in difficult situations.
 Take the same care as you would when working with any electrical appliance.
Key Points
 A computer is an electronic device that can follow instruction to accept input, process that
input and produce information.
 Personal computers first appeared in the late 1970s.
 Today, computers are used in business for many tasks including word processing, filing,
assembling numbers and facts associated with general office functions, such as
accounting, payroll processing and personnel record keeping.
 Understanding the keyboard and the basic commands will help the user effectively
control the computer.
 Attention to health and safety is important for successful work with the computer.
Evaluation
 What is computer?
 What are health tips that relate to using a computer?
 Why is taking a break from the computer important?
References
 Bott, E., & Siechert, C. (2001). Microsoft Windows XP Inside Out.
 Cook, L.R. (2001). Computer Fundamentals –Understanding How they Work. (1st
ed.).
Vantage Press.
 CPU. (2009). Retrieved September 12, 2009 from
www.webopedia.com/TERM/C/CPU.html
 Fittel, Ed (2002). A+ Core Hardware.
 Herniter, M.E. (2000). Personal Computer Fundamentals for Students, Hardware
Windows 2000 Application. (2nd
ed.). Prentice Hall.

 Joos, I. Whitman, N., Smith, M., et al. (2006). Introduction to Computers for Healthcare
Professionals. (4th
ed.). London: Barb Mews.
 Morris, M. & Charles, M. (2003). Logol Computer Designer Fundamentals. Prentice
Hall.
 O’leary, T. & O’leary, L. (2006). Computing Essentials, Introductory Edition. Boston
Burr Ridge: Arizona State University
 Sagman, S. (1999). Microsoft Office 2000 for Windows: Visual Quick Start Guide.
 Stalling, W. (2003). Computer Organization and Architecture (6th
ed). Prentice Hall
 The Basics of the Word Window. (2010). Retrieved March 11, 2010 from
www.gcflearnfree.org/computer/

Session 2: Microcomputer Hardware, Components and their Functions 11
Session 2: Microcomputer Hardware, Components
and their Functions
Learning Objectives
 Identify the four categories of the physical components of computers
 Describe hardware within each of these four categories
 Explain the importance of the motherboard to a computer system
 Explain the components of a personal computer
 Summarize the major differences between hard disk, floppy disk and optical disk
Categories of the Physical Components of Microcomputers and Hardware
in Each Category
System Unit
 This is a container that houses most of the electronic components that make a computer
system.
 Common components of the system unit include:
o Microprocessor- Controls and manipulates data to produce information
o Memory- Also known as primary storage or random access memory (RAM)
 Holds the processed data and program instructions for processing the data
 Holds the processed information before it is output
 Also referred to as temporary storage because its contents will typically be lost if
the electrical power to the computer is disrupted
o Adapter cards (e.g. sound cards, modem cards, video cards, and network cards)
o Ports
o Drive bays
o Power supply
Figure 1: Components of the System Unit
Source: Gookin, 2005

Input/Output
 Input devices translate data and programs that humans can understand into the form that
the computer can process.
 The most common input devices are the keyboard, mouse and scanner.
 Output devices translate the processed information from the computer into a form that
humans can understand.
 The most common output devices are display screen (monitor), printers, fax machine or
any other device which lets you see what the computer has accomplished.
Secondary Storage Devices
 Unlike memory, secondary storage devices hold data and programs even after electrical
power to the computer has been turned off.
 The most important kinds of secondary media include:
o Floppy disks, which are widely used to store and transport data from one computer to
another.
 They are called floppy disks because data is stored on a very thin flexible, or
floppy, plastic disk
o Hard disks, which are typically used to store program and very large data using a rigid
metallic platter, have a much greater capacity and are able to access information much
faster than floppy disks.
o Optical disks, which use laser technology and have the greatest capacity.
 The two basic types of optical disks are compact discs (CDs) and digital versatile
disks (DVDs) or video.
Communication
 These are devices which facilitate communication from one computer to the other
computer system located as near as the next office or as far away as halfway around the
world using the internet.
 The most widely used communication device is a modem (modulator demodulator),
which modifies telephone communication into a form that can be processed by a
computer.
o A modem is also known as a both input and output device.
Refer to Handout 2.1: Block Diagram of a Digital Computer System
The Motherboard
 The motherboard is the base of the modern computer system.
 It is also called main board or the system board is the most important component in a PC
system.
 If the processor is the ‘brain’ of the computer, then the motherboard is the central nervous
system and circulatory system.
 Having a good understanding of how the motherboard is critical in understanding how
PCs work in general.
Importance of the Motherboard
 Organization: In one way or another, everything is eventually connected to the
motherboard.

o The way that the motherboard is designed and laid out dictates how the entire
computer is going to be organized.
 Control: The motherboard contains the chipset and BIOS program, which between them
control most of the data flow within the computer.
 Communication: Almost all communication between the PC and its peripherals, other
PCs, and you, the user, goes through the motherboard.
 Processor Support: The motherboard dictates directly your choice of processor for use in
the system.
 Peripheral Support: The motherboard determines, in large part, what types of peripherals
you can use in your PC.
o For example, the type of video card your system will use (ISA, VLB, PCI) is
dependent on what system bases your motherboard uses.
 Performance: The motherboard is a major determining factor in your system's
performance, for two main reasons:
o Determines what types of processors, memory, system buses, and hard disk interface
speed your system can have, and these components dictate directly your system's
performance.
o The quality of the motherboard circuitry and chipset themselves have an impact on
performance.
 Upgradability: The capabilities of your motherboard dictate to what extent you will be
able to upgrade your machine.
Other Components of a Personal Computer
Processor
 This is a short form for microprocessor and also often called the CPU or central
processing unit.
 It is the brain of the computer, where most calculations take place.
 It processes (moves and calculates) data.
 It is the center of PC data processing.
 It is a chip which contains millions of transistors.
CD-ROM Drive
 This is a compact disk read-only memory drive.
 It is a device that can read information from a CD-ROM.
Hard Disk Drive
 This is the device that stores data permanently in a PC unless deleted.
 A hard disk drive is a sealed unit that holds the data in a system.
 When the hard disk fails, the consequences usually are very serious (all the data will be
lost).
 Capacity of a hard disk drive is usually quoted in gigabytes.
 Older hard disk drives (HDDs) quoted their smaller capacities in megabytes.
Floppy Disk Drive (FDD)
 This magnetically reads and writes information onto floppy diskettes, which are a form of
removable storage media.
 The main drawback to the floppy diskette is that it only holds 1.44 MB of information,
although most PCs still have a floppy drive.

Power Supply
 The power supply is a critical component in a PC, as it supplies electrical power to every
component in the system.
 The basic function of the power supply is to convert the type of electrical power available
at the wall socket to that which is usable by the computer circuitry.
Bus
 This is a collection of wires through which data is transmitted from one part of a
computer to another.
 It connects all the internal computer components to the CPU.
 It is a common pathway across which data can travel within a computer.
 This pathway is used for communication, and can be established between two or more
computer elements.
 A PC has many kinds of buses, including: processor bus, address bus, I/O bus and
memory bus.
Random Access Memory (RAM)
 This temporarily stores data when the PC is on.
 When PC is switched off, all data on it is erased
 Random access memory (RAM) is the place in a computer where the OS, application
programs, and data in current use are kept so that they can be quickly reached by the
processor.
 RAM is considered temporary or volatile memory.
 The contents of RAM are lost when the computer power is turned off.
 The more RAM a computer has, the more capacity the computer has to hold and
process large programs and files.
Read - Only Memory (ROM)
 This is computer memory on which data has been prerecorded and after data is written to
a ROM chip, it cannot be removed, it only can read.
Sound Card
 This is an expansion card that handles all sound functions.
Video Card or Video Graphic Adapter (VGA)
 This is a board that plugs into a PC to give it display capabilities.
 This translates data from the CPU into a format that a monitor can display.
The Video Display Unit (VDU)
 This is one of the two principal interfaces between the user and the computer; the other
being the keyboard.
 Although you can possibly get rid of your printer, disk drives, and expansion cards, you
cannot sacrifice the monitor.
Video Cards
 The video card or video adapter is the interface between the computer and monitor.
 The video card tells the monitor which pixels to light up, what color the pixels should be
and the intensity of the color.
 The display capabilities of a computer depend on both the video adapter and the monitor.

Ports
 All peripheral devices that connect to the computer use connectors on the back of the
computer known as ports.
o A serial port can be used to connect devices that use a serial interface such as a
modem, scanner, mouse, etc.
o A parallel port is a socket on the computer that is used to connect a printer or other
peripheral device such as a portable hard disk, tape backup, scanner, or a CD-ROM.
o Keyboard or mouse ports are used to connect the PC to its keyboard and mouse.
Figure 2: Ports
Source: Herniter, 2000
Key Points
 The physical components of a microcomputer fall into four basic categories: system unit,
input/output, secondary storage and communication.
 Several components are connected and configured to constitute a computer.
 The motherboard is the most important component in a PC system.
Evaluation
 What are the four basic categories of microcomputer hardware?
 What is the difference between hard disk, floppy disk and optical disk?
 What is a motherboard?
 What are other names used to refer to the motherboard?
 What is the role of RAM (Random Access Memory)?
References
ed.).
Vantage Press.
Professionals. (4th
Hall.

 Stalling, W. (2003). Computer Organization and Architecture.(6th
ed.) Prentice Hall

Handout 2.1: Block Diagram of a Digital Computer System
Source: O’Leary et al, 2006
 Central processing unit (CPU): The heart of the computer, this is the component that
actually executes instructions
o Often referred to as the brains of a computer, the CPU contains two basic components:
Control Unit and Arithmetic Logic Unit (ALU).
o Control Unit instructs the rest of the computer system on how to follow program
instructions.
o The ALU performs both arithmetic and logical operations. Arithmetic operations are
fundamental math operations.
 Memory: Enables a computer to store, at least temporarily, data and programs.
 Mass storage device: Allows a computer to permanently retain large amounts of data.
Common mass storage devices include disk drives and tape drives.
 Output device: A display screen, printer, or other device that lets you what the computer
has accomplished.
INPUT
THE CENTRAL
PROCESSING UNIT
(CPU)
OUTPUT
MEMORY

Session 3: Operating System, Hardware and Software 19
Session 3: Operating System, Hardware and
Software
Learning Objectives
 Explain hardware and software
 Describe different types of software
 Describe the kinds of windows operating systems for basic computing
 Explain the importance of basic system documentation
Hardware and Software
 Hardware: The physical components of a computer system, including any peripheral
equipment such as printers, modems, and mouse devices.
 Hardware is controlled by software.
 Software: Programs which consist of the step-by-step instructions that tell the computer
how to do its work.
Different Types of Software
 There are two major kinds of software, system software and application software.
System Software
 Controls the workings of the computer generally: the user interacts primarily with
application software.
 System software enables the application software to interact with the computer hardware.
 System software is ‘background’ software that helps the computer to manage its own
internal resources.
 System software is not a single programme; rather it is a collection of programmes.
Operating Systems
 Manages all the other programs in a computer and provides the operating environment
with the applications that are used to access resources on the computer.
 Examples of operating systems
o DOS
o Windows 98
o Windows 2000
o Windows XP
o Windows Vista
o Windows 7
o Other Operating systems (non-Microsoft) are Macintosh and Linux family, including
RedHat, Debian, Ubuntu, Fedora
Utilities
 Also known as service programs perform specific tasks related to managing computer
resources.
 For example, the windows utility called disk defragmenter locates and eliminates
unnecessary file fragments and rearranges files and unused disk space to optimize
computer operations.

Devices Drivers
 Device drivers are specialized programs designed to allow particular input or output
devices to communicate with the rest of the computer system.
Application Software
 Programs designed to do a specific task designed mainly for users.
 These programs can be categorized as either basic or specialized applications.
Basic Applications
 Also known as general-purpose applications, they are widely used in nearly all career
areas.
 They are programs that one must know to be considered ‘competent’ in computing.
 One of these applications is a browser to navigate, explore and find information on the
internet.
o The two most widely used browsers are Microsoft’s Internet Explorer and Netscape’s
Navigator.
Specialized Applications
 Also known as special-purpose applications, these include thousand of other programs
that are more narrowly focused on specific occupations.
 Some of the best known are graphics audio, video, web authoring, and artificial
intelligence programs.
Additional
 The two below are neither system nor application software but contain elements of both.
o Network software, enables groups of computers to communicate.
o Language software, provides programmers with the tools they need to write programs.
Types of Windows Operating Systems for Basic Computing
 Operating systems: Programs that coordinate computer resources, provide an interface
between users and computer, and run applications.
Three Categories of Operating Systems
 Embedded operating system – Is the one pertaining to code or a command that is built
into its carrier.
o For example, application programs insert embedded printing commands into a
document to control printing and formatting.
 Network operating system - operating system specifically designed to support
networking.
o A server-based network operating system provides networking support for multiple
simultaneous users as well as administrative, security, and management functions.
o On the desktop, a network-aware operating system provides users with the ability to
access network resources.
 Stand alone operating system- Is the one used in a device that does not require support
from another device or system, for example, a computer that is not connected to a
network.
Graphical User Interface

 A Graphical User Interface (GUI) is simply an additional part of the operating system that
displays windows and drop down menus, and also enables you to drive your computer
using a mouse.
 Operating systems have several features in common with application programs including
icons, pointer, windows, menus, dialog boxes, and help.
o Icons: Graphic representations for a program or function.
o Pointer: Controller by a mouse and changes shape depending upon its current
function.
o For example, when shaped like an arrow, the pointer can be used to select items such
as an icon.
o Window: Rectangular area for displaying information and running programs.
o Menus: Provide a list of options or request input.
o Help: Provide online assistance for operating system functions and procedures.
File Storage
 Most of operating systems store data and programs in a system of files and folders.
 Unlike the traditional filing cabinet, computer files and folders are stored on a secondary
storage device such as your hard disk.
 Files are used to store data and programs.
 Related files are stored into a folder, and for organizational purpose, a folder can contain
other folders.
 For example, you might organize your electronic files in the ‘My Documents’ folder on
your hard disk.
Figure 1: Windows 2003 Operating System
Icon Folder File Desktop
Desktop
Source: Print screen from Microsoft Word 2003
Activity: Case Study
Instructions
You will work into small manageable groups to complete the case study in the worksheet
below.

Refer to Worksheet 3.1: Checklist for Computer Hardware
You will prepare the responses and one group will present and others will add in
unmentioned responses, if any.
Basic System Documentation
 When you purchase a complete system, it should include a basic set of documentation.
 What you actually get will vary widely depending on what type of system you get and
who put it together.
 Name-brand manufacturers such as IBM, Compaq, Hewlett-Packard, Toshiba, Packard
Bell, and others will almost certainly include custom manuals they have developed
specifically for each system they sell.
 For those types of systems, which use proprietary components, you should contact the
manufacturer for their specific documentation.
 Companies who assemble or build systems out of industry standard components may
either produce their own documentation, or simply include the documentation that is
included with the components they install in their systems.
 Most of the larger system assemblers such as Gateway, Dell, Micron, and others will also
have their own custom-produced documentation for the main system unit, and may even
have custom manuals for many of the individual system components.
o This type of documentation is useful for people setting up a system for the first time
or for performing simple upgrades, but often lacks the detailed technical reference
information needed by somebody who might be troubleshooting the system or
upgrading it beyond what the manufacturer or assembler had originally intended.
o In that case, you are better off with any of the OEM component manuals which are
available directly from the component or peripheral manufacturers themselves.
 Most of the smaller system assemblers will forego any custom-produced system
documentation and simply include the component level manuals for the components they
are including in the assembled system.
o For example, if an Asus motherboard and STB video card were included in a
particular system, then the manuals from Asus and STB which originally came with
those products would be included with the assembled system.
Key Points
 Hardware is the equipment that processes the data to create information and it includes
keyboard, mouse, monitor, system unit, and other devices.
 Software is another name of a program or programs.
 Software controls hardware.
 There are two major kinds of software, system software and application software.
 Operating systems are programs that coordinate computer resources, provide an interface
between users and computer, and run applications.
 There are three categories of operating systems: embedded operating systems, network
operating system and stand alone operating systems.
 When you purchase a complete system, it should include a basic set of documentation.
Evaluation

 Explain the difference between hardware and software and give some examples.
 What are two major kinds of software?
 What are three types of system software programs?
 What are the reasons the system should include basic set of documentation when you
purchase it as complete system?
References
ed.).
Vantage Press.
Professionals. (4th
Hall.
 Stalling, W. (2003). Computer Organization and Architecture. (6th
ed.). Prentice Hall

Worksheet 3.1: Checklist for Computer Hardware
Scenario
Imagine you are new to the health facility. You have been advised to purchase a new
computer and printer for the health facility. Now, please make a list of the type and
specifications for the machine you are looking for. What are some considerations that will
help you make this decision?
For example
 Who will use this machine and what are their current skill levels/needs?
 Is your facility located in remote area?
 Is power regularly available?
 Do you have access to internet in the area?
 What is the available budget for you to make this purchase?
Microprocessor______________________________________________________________
Memory____________________________________________________________________
Computer Speed_____________________________________________________________
Storage Devices______________________________________________________________
Monitor Type and Size________________________________________________________
Keyboard___________________________ Mouse___________________________
Connectivity________________________________________________________________
Operating System____________________________________________________________
Other needs/specifications:
___________________________________________________________________________
___________________________________________________________________________
___________________________________________________________________________

Session 4: Getting Started with Microsoft Word 2003 25
Session 4: Getting Started with Microsoft Word
2003
Learning Objectives
 Identify parts of the Word window
 Save a document in Microsoft Word
 Use backspace/delete and undo/repeat functions in Microsoft Word
 Cut, copy, paste and drag and drop in Microsoft Word
 Use autocorrect, find and replace in Microsoft Word
 Use spell check and grammar check in Microsoft Word
Basics of the Word Window
 Microsoft Word is the word processing software in the Microsoft Office Suite.
 It allows you to create a variety of professional-looking documents such as letters, flyers,
reports and more.
The Basics of the Word Window
 Shown below in Figure 1 is the Microsoft Word default window.
 When Word is launched, a new blank document, or default window, opens.
 Components of the Word window include:
o Title Bar- displays the document name followed by a program name.
o Menu Bar- contains a list of options to manage and customize documents.
o Standard Toolbar- contains shortcut buttons for the most popular commands.
o Formatting Toolbar- contains buttons used for formatting.
o Ruler- used to set margins, indents, and tabs.
o Insertions- point to the location where the next character appears.
o End-of-document Marker- indicates the end of the document.
o Help- provides quick access to Help topics.
o Scroll bars- used to view parts of the document.
o Status bar- displays position of the insertion point and working mode buttons.
o Task pane- provides easy access to commonly used menus, buttons and tools.
o View buttons- changes the layout view of the document to Normal View, Web Layout
View, Reading Layout View, Print Layout View, or Outline View.
o Office Assistant- links to the Microsoft Office help feature.

Figure 1: Basic Component of Window
Change in View
 In an effort to provide various ways in which to view your work in progress and remain
organized, Word 2003 offers six different views for your document:
o Normal view- best used for typing, editing, formatting and proofreading.
o It provides a maximum amount of space without rulers or page numbers cluttering
your view.
o Web Layout view- shows you what your text will look like on a web page.
o Reading Layout view- is best for documents that you do not need to edit.
 The goal of this view is to increase legibility so that the user can read the
document easily.
o Print Layout view- shows you what your document will look like when it is printed.
 Under Print Layout view you can see all elements of the page.
 Print Preview shows you this as well.
o Outline view- is used to create and edit outlines.
 Outline view only shows the headings in a document.
 This view is particularly handy when making notes.
o Full Screen view- displays only the document that you are working on.
o All the other pieces of the Word window are removed except for one button that
allows you to Close View Screen.

Changing Your Document View
 Click View on the menu bar
 Select the view of your choice
OR
 Click one of the five buttons at the bottom left of your Word window
(‘View Full Screen’ is not available in this location).
Figure 2: View Button
Pull-Down Menus
 Each Office program features a menu bar.
 The menu bar is made up of many different menus.
 Each menu contains commands that enable you to work within the program.
o If you have used a previous version of Microsoft Word or a new one, you may notice
the menu bar in operates a little differently than before.
o Word 2003 uses pull-down menus that initially display commands that users most
often need.
Operating Pull-Down Menus
 To open a menu
o Click on a menu name on the menu bar.
o View the commands listed under the pull-down menu.
o With the menu open, drag the mouse pointer to a command and click on it to select
the command (as you drag your mouse pointer over the commands, each command is
highlighted in blue).
 Using the Task Pane
o When opened, the task pane will appear on the right side of the word window.
o The task pane provides easy access to commonly used menus, buttons and tools.
o By default, the Task Pane will appear when Word 2003 is first launched.
o If you do not see your task pane, you can view it by either selecting certain commands
or by manually opening it.
 To open the ‘Task Pane’
o Click on View tab in the menu bar
o Select Task Pane
Figure 3: Selecting the Task Pane from the View menu

 Along the top bar of the task pane you should see small backwards and forwards buttons
on the left as well as a down arrow on the right.
 To view different task panes available to you, click on the down arrow.
 Once you have opened different task panes, you can navigate through them by clicking on
the left and right arrow button on the left.
 To close your task pane, click the x symbol on the far right of the bar.
Activity: Exercise 1
Instructions
You will work to complete Exercise 1 either in the class or as a take home assignment. You
will be guided by your tutor to complete the exercise
Refer to Handout 4.1: Personal Letter
Save, Delete, Backspace, Undo and Redo
 When saving a file for the first time:
o Click File on the Menu Bar
o Select Save (Ctrl+S)
Figure 4: Choosing the Save Command from the File Menu
o Choose the Save button on the Standard Toolbar.
o After selecting Save from the Menu Bar or the Standard Toolbar, the ‘Save As’ dialog
box appears.

Figure 5: Save As Dialog Box
To Specify a File Location
 Open the Save In drop-down list box.
 Choose (C :) if saving to your hard disk.
 Name your file in the file name box.
 Click Save.
 If you do not choose a file name, Microsoft Word will assign a file name for you.
o It assigns the first line of text in you document
o If you do not specify a file location, Office uses the ‘My Documents’ folder as the
default location.
o So, if you can't find a file, check ‘My Documents’.
After Naming and Saving a File Once
 Click the Save button on the Standard toolbar OR
 Go to the ‘File’ menu and choose Save.
 You will not get a ‘Save As’ dialog box again.
Saving a File Under a New Name
 If you wish to create an exact copy of an original document for editing or revising
purposes, you should perform a Save As on the file and save it under a new name.
 This will guarantee that you always have a saved, original copy.
 Follow these steps to perform a Save As
o Click File from the menu bar
o Select Save As.
o The Save As dialog box appears.
o Type a new name for your file in the ‘File name’ box.
o Click Save
 Choose Save As to rename a document. Be careful not to overwrite your original file.

Backspace and Delete
 Use the backspace and delete keys (on your keyboard) to erase text in your document.
 The ‘Backspace’ key erases the text to the left of the insertion point one character at a
time.
 The ‘Delete’ key (located under the insert key) erases the text to the right of the insertion
point.
Using Undo (Ctrl + Z)
 The Undo command lets you ‘undo’ or delete the last change made to your document.
 If you make a change or mistake that you do not want or did not mean to do, you can
simply ‘undo’ your action.
 This is a very useful feature.
 Word remembers up to 300 actions in a document and allows you to undo any or all of
them as long as you haven't closed the document first.
o Click Edit on the menu bar.
o Select Undo - this command will change names depending on the action you just
took. If you accidentally deleted a sentence, it says Undo Clear.
o Press Ctrl + Z on your keyboard for a shortcut to Undo OR
o Undo all your recent actions by repeatedly clicking the Undo button located on the
‘Standard’ toolbar.
Figure 6: Undo Button
 Notice the small list arrow next to the ‘Undo’ button.
 When you click on it, you see a list of all the separate actions you have performed on the
document you are working on.
 You can select as many actions as you want to undo.
 Remember: If you undo an action in the middle of the list, you will also undo all the
actions above the one you select.
o For example, if you undo the 15th action in your list, you will also be undoing the 14
actions that came before the one you select.
Figure 7: Undo and Redo Button
Using Repeat (Ctrl + Y)
 The Repeat feature allows you to repeat the last action and can help to save a lot of time
as you create your document.

o Click Edit on the menu bar.
o Select Repeat - this command will change names depending on the action you just
took.
o If you need to format a title on one page and wish to format another title the same
way using Repeat, it will say Repeat Style.
o Press Ctrl + Y on your keyboard for a shortcut to repeat.
Instructions
You will work to complete Exercise 2 either in the class or as a take home assignment. You
will be guided by your tutor to complete the exercise.
Refer to Handout 4.1: Personal Letter
Cut, Copy, Paste, Drag and Drop
 Often in word processing, you will need to transfer information from one document to
another.
 Instead of having to re-type or replace this information, Word allows you to move a block
of text (a word, sentence, paragraph, page, document, or graphic).
 Cut, Copy and Paste are extremely time-saving features.
 The Cut, Copy and Paste buttons are located on the ‘Standard’ toolbar.
Figure 8: Cut, Copy and Paste on the Standard Toolbar
Cut and Paste
 The Cut feature allows you to remove selected text from the document and temporarily
place it on the ‘Office Clipboard’.
 The clipboard is a temporary storage file in your computer's memory and items placed on
the clipboard will remain there until you exit Word.
 The Paste feature allows you to get text from the Clipboard and place it in the same or
even another document.
Copy and Paste
 The Copy feature allows you to copy selected text from the document and temporarily
place it on the Clipboard.
 The ‘Clipboard’ is a temporary storage file in your computer's memory.
 The Clipboard can hold up to twenty-four items. Once you copy the 25th item, the first
copied item is deleted.
 The Paste feature allows you to select any of the collected items on the Clipboard and
place it in the same or even another document.
 You can copy information from many different sources including websites, e-mails, and
other Office applications like Excel and PowerPoint.
Working with Blocks of Text
 To Cut and Paste a block of text:

o Select the text you want to move.
o Click the Cut button on the Standard Toolbar.
o Place the insertion point where you want the text inserted.
o Click the Paste button.
 To Copy and Paste a block of text:
o Select the text you want to move.
o Click the Copy button on the Standard Toolbar.
o Place the insertion point where you want the text inserted.
o Click the Paste button.
 Once the item has been pasted, you can determine the formatting by clicking on the Paste
Options button that appears just below your pasted selection.
 Check or de-select any of the following options:
o ‘Keep Source Formatting’ - maintains the text formatting of the original document.
o ‘Match Destination Formatting’ - formats the pasted text to match the text formatting
in the document in which it was pasted.
o ‘Keep Text Only’ - removes any graphics that you may have copied along with the
copied text.
o ‘Apply Style or Formatting - allow you to choose a specific format from the ‘Styles
and Formatting’ menu.
 Viewing the Clipboard items
o Click Edit on the Menu Bar.
o Select Office Clipboard.
o The clipboard will appear on the right side of the Word window in the Task Pane.
o The clipboard will display any of the 24 items you have copied.
Commands
 Menu Commands
o Edit Cut
o Edit Copy
o Edit Paste
 Keyboard Shortcuts
o Ctrl+C = copy
o Ctrl+X = cut
o Ctrl+V = paste
o Become comfortable using the keyboard shortcuts to increase your speed in word
processing.
o If you cut, copy, or paste something you didn't mean to, use the Undo button or
choose not to save changes to your document when you close your document.
Drag and Drop
 The drag and drop method of moving text allows you to move selected text using your
mouse.
 This method is convenient for moving text when:
o Moving text from one location to another within a document.
o Moving text to another document.
 To drag and drop selected text
o Drag the text you wish to move.
o Place the mouse pointer anywhere on the selected text without clicking.

o Click and hold the left mouse button until the insertion point changes into a white
arrow pointing up to the left.
o Left click and drag the selected text to the new location.
o The mouse pointer changes to a box with a small white arrow over it, indicating you
are dragging text.
o When you reach the new location, release the mouse button to drop the text into place.
o Once you release the mouse button, a menu list will appear that offers you the
following options:
 Move Here
 Copy Here
 Link Here
 Create Hyperlink Here
 Cancel
o Be sure to remove the selection highlight before pressing any key, so that you do not
delete your newly moved text.
o If you do accidentally delete, simply press the Undo button.
Instructions
You will work to complete Exercise 3 either in the class or as a take home assignment using
the personal letter you used in the previous exercises. You will be asked to do the following:
 Open personal letter document
 Use the drag and drop features to move the first sentence of the letter (‘My daughter just
got….’) to the end of the final paragraph you wrote (3rd paragraph)
 Use the mouse to select the paragraph you wrote (3rd paragraph).
 Use the copy, paste, and cut features to move the 3rd paragraph so it is the second
paragraph of the letter.
 Save and close the document.
Auto Correct, Find and Replace
 Word's ‘AutoCorrect’ feature can assist you in word processing tasks.
 AutoCorrect can help you locate misspelled words and correct them as you type.
 AutoCorrect can also be customized so that commonly used words will be automatically
entered without having to type the entire word.
Examples
 When typing the misspelled word ‘standd’ Word will automatically convert this typo to
the correct spelling, ‘stand’.
 Instead of having to write a long proper noun like, GCFLearnFree.org, you can customize
AutoCorrect to automatically complete the rest of the proper noun once you type the
letters GCF.
 Modifying AutoCorrect
o Click Tools
o Select AutoCorrect Options from the menu bar.
o The AutoCorrect Options dialog box appears.
o Check or de-select any of the following options:

 Show AutoCorrect Options buttons
 Correct two initial capitals
 Capitalize the first letter of the sentence
 Capitalize the first letter of table cells
 Capitalize names of days
 Correct accidental usage of Caps Lock key
 Replace text as you type
 Use the ‘Replace’ box to type a word you frequently misspell or type a shorthand word to
represent a longer word or phrase, such as GCFLearnFree.org.
o Use the ‘With’ box to type the correct word.
o Click Add.
Figure 9: AutoCorrect
 If you type a misspelled word into AutoCorrect's ‘With’ box, AutoCorrect always
misspells that word.
 If AutoCorrect changes a word that you don't want it to change:
o You can hover the pointer over the area where the AutoCorrection was made and a
‘Smart Tag’ will appear that allows you to reset the original word.
o Click on the Smart Tag and a drop-down list with options to reverse the action is
displayed.
Figure 10: AutoCorrect Smart Tag

Find and Replace
 Word 2003 allows you to search for specific words in your document as well as fonts,
special characters and formats.
 The ‘Find and Replace’ function can really help save you time and effort in your word
processing goals.
o For example, consider a document you are editing that displays Word XP needs to be
updated to Word 2003.
o Currently the document has the text, Word XP, typed again and again throughout the
document.
o Using Find and Replace to replace Word XP with Word 2003 will save you much
time and effort in your editing process.
Using Find (CTRL + F)
 Click Edit on the menu bar
 Select Find. The ‘Find and Replace’ dialog box appears.
 Type a word, phrase or format in the ‘Find What’ box.
 Click Find Next to start the search.
 Word will jump to the first instance of this word and will highlight the word for easy
location.
 Continue clicking the Find Next button to find all other instances of this word.
OR
 Check the ‘Highlight all items found in’ box to find all instances of the word at the same
time.
 Use the list box below to select all, or portions of your document.
Figure 11: Find and Replace
Using Replace (CTRL + H)
 Click Edit on the menu bar.
 Select Replace. The ‘Find and Replace’ dialog box appears.
 Type the word, phrase or format in the ‘Find What’ box that you are searching for.
 Type the word, phrase or format in the ‘Replace With’ box that will replace what is in the
‘Find What’ box.
 Click Find Next to conduct your search.
 When Word finds a word of phrase, do one of the following:
o Ignore it.
o Click Replace.
o Click Replace All to replace every occurrence of the selected text with the
replacement text.

 Click Find Next to bypass it and find the next.
 Click Cancel to quit.
Using the Thesaurus (Shift + F7)
 Click Tools on the menu bar.
 Select Language and then follow the cascading menu to Thesaurus.
OR
 Use the quick key combination Shift + F7
Instructions
your personal letters you used in the previous exercise. You will be asked to do the
following:
 Open the personal letter document.
 Use the Find and Replace feature to change the name of the person you are writing from
"Tom" to any name you choose.
 Go to Tools >> AutoCorrect Options. Look at the functions that AutoCorrect can do for
you.
Spell and Grammar Check
 Word automatically reviews your grammar and spelling as you type.
 Green wavy lines are placed underneath possible grammar mistakes.
 Red wavy line under possible spelling mistakes.
 If you click on the suspected mistake, Word gives you one or more suggested corrections.
 All of Word's grammar and spelling errors may not be correct.
o You can choose to ignore these error markings and keep typing.
o Or you can correct the mistakes and/or add the corrections to Word's dictionary.
Use Spell Check as You Type
 Place your cursor over the misspelled word and right-click.
 A menu list displays the following options: boldfaced suggested spellings. Options
include:
o Ignore All
o Add to Dictionary
o AutoCorrect
o Language
o Spelling
o Look Up
 Select the boldfaced suggestion to replace the incorrectly spelled word in the document.
 Select Ignore, and Word ignores all future instances of this spelling in this document.
 Select Add to Dictionary, and Word adds the underlined word to the dictionary so it
won't be flagged as an error in any other document you create.
 Select AutoCorrect to add the correct spelling to your list of words that Word
automatically corrects as you type.

 Select Language to specify a word as part of another language, preventing Word from
seeing this word as a mistake.
 If you select Spelling, the spelling and grammar dialog box appears.
 If you select Look Up, a window opens in the Task Pane and you are given general
search parameters.
 This feature is helpful when dealing with words, such as proper nouns, that are not found
in the dictionary.
Figure 12: Checking Spelling as you Type
Work on Suspected Grammatical Mistakes
 Place your cursor over the grammatical mistake and right-click.
 A menu list displays the following boldfaced options for grammar suggestion, Ignore,
Grammar, About this Sentence.
 Select Ignore and Word ignores the grammatical mistake it believes to exist.
 Select Grammar, and the Grammar dialog box appears.
 Select About this Sentence and the Office Assistant will offer you reasons as to why
Word believes this to be a grammatical error.
To Turn off the Red or Green Wavy Line
 Choose Tools Options from the menu bar.
 The ‘Options’ dialog box appears.
 Click the Spelling and Grammar tab.
 Un-check the ‘Check Spelling as You Type’ or ‘Check Grammar as You Type’ so the
check box so that it is empty.
 Click OK.
o Don't forget to use Spell and Grammar Check.
Use the Spelling and Grammar Feature
 Choose the Spell Check icon from the Standard Tool Bar

Figure 13: Spell Check Icon
 Your document will be to be reviewed for spelling and grammar mistakes.
 As each suspected mistake is identified you will see a suggested change in the suggestion
box.
 Choose one of the following options, depending on what you think of Word's
suggestions:
o Click Ignore Once to ignore this one instance of the error in your document.
o Click Ignore Rule to ignore this grammatical error and all other grammatical errors
of this type in the document.
o Click Next Sentence to take you to the next grammatical error listed in your
document.
o Click Change to replace the error with what is in the suggestion box.
o Click Explain to open the Office Assistant, which will offer you reasons for this
error.
o Type in your own change directly into the document, then click Resume to continue
the spelling and grammar check.
Instructions
You will work to complete the exercise 5 either in the class or as a take home assignment
using your personal letter you used in the previous exercise. You will be asked to do the
following:
 Open the personal letter document.
 Use the Spelling and Grammar feature to check the document.
Key Points
 Word 2003 offers six different views for your document.
 Save periodically when you are working in an application; losing information can happen
easily if you don’t.
 Instead of having to re-type or replace information, Word allows you to move a block of
text by using cut, copy and paste features.
 AutoCorrect can help you locate misspelled words and correct them as you type.
 Spelling and grammar of your text can be checked automatically.
Evaluation
 List parts of the Word window.
 What is the difference between ‘Save’ and ‘Save As’ command?
 When might the Backspace/Delete keys and Undo/Repeat functions be useful?
 What is the use of Cut, Copy, Paste, Drag and Drop functions?
 Explain the options for checking spelling and grammar.

References
ed.).
Vantage Press.
Professionals. (4th
Hall.
 Stalling, W. (2003). Computer Organization and Architecture. (6th
ed.). Prentice Hall

Handout 4.1: Personal Letter
Dear Tom,
My daughter just got a new digital camera and I will learn how to send you pictures soon! I
just recently enrolled in an online class with GCF Global Learning®
and today I am working
on my first Microsoft Word assignment. They offer many online classes such as Word, Excel,
PowerPoint, Access, Basic Math, Career Development, and many more. When I finish taking
this class Tom I plan on taking some of the other classes that are offered.
I am very excted about the class and there are many positive things about being a distance
learner. I can use the website at anytime and from any computer, we have an online instructor
to help us, and the classes are free! Also, since my employer is now requiring that everyone
in our office earn 5 Continuing Education Units every two years, this will help me stay up-to-
date with my training.
Tom, I hope the rest of your family is doing well and that the kid are ready for summer. Once
you get your email account set-up, we’ll be able to write to each other all the time.

Session 5: MS Word 2003 Basics 41
Session 5: MS Word 2003 Basics
Learning Objectives
 Align text in a Microsoft Word document
 Set line and paragraph spacing in a Microsoft Word document
 Create margins in a Microsoft Word document
 Indent text in a Microsoft Word document
 Align text by using the ruler in a Microsoft Word document
 Format text in a Microsoft Word document
 Create bulleted and numbered lists in a Microsoft Word document
Aligning Text in a Word Document
 Aligning text is an important part of formatting documents to meet certain standards.
 Most documents have text that is left aligned.
 Using the alignment buttons:
o Select the text you want to align
o Click the Align Left, Center, Align Right, or Justify button on the Formatting
toolbar
Figure:1 Alignment Buttons
Figure 2: Different Uses of Alignment in Text

Instructions
your personal letter edited in session 4 originally Handout 4.1: Personal Letter. You will be
asked to:
 Left align the entire letter.
 Right align address at the top (insert an address first if there is not one already there)
Set Line and Paragraph Spacing in a Word Document
Line Spacing
 Document text can be formatted to show a number of line spacing options.
 The most common spacing options are single-spaced and double-spaced.
 Line spacing is measured in lines or points.
o When you reduce the points you automatically bring the lines of text closer together,
sometimes making it difficult to read.
o Increasing the points will space the lines out, allowing for improved readability.

o For example, the 10 point font usually uses 12 point spacing. This is the default and in
general, should be used.
Format Line Spacing
 Select the text you want to format.
 Choose Reveal Formatting on the ‘Task Pane’ and click on any of the blue links under
the paragraph heading.
OR
 Click Format on the menu bar.
 Select Paragraph. The paragraph dialog box appears.
 Click on the Indents and Spacing tab.
 In the ‘Line spacing’ drop down menu, you may select single, 1.5, or double spacing.
The default is single spacing.
 Click OK.
OR
 Click on the Line Spacing button on the ‘Formatting Menu’.
 Select an option from the drop-down menu.
Figure 3: Line Spacing in Text
Paragraph Dialog Box
 You can use the At Least, Exactly and Multiple options in the ‘Paragraph’ dialog box to
customize your line spacing.
 If you select one of these options you will need to use the ‘At’ box to further define your
selection.
 Paragraph Spacing
o Just as you can add spacing between lines in your document, you can also choose
spacing options between each paragraph.
o Typically, extra spaces are added between paragraphs, headings, add emphasis and
make a document easier to read.
o Choose extra space
 Before each paragraph

 After each paragraph
 Or, before and after each paragraph
Figure 4: Paragraph Dialog Box
Specify Paragraph Spacing
 Choose Reveal Formatting on the Task Pane and click on any of the blue links under
the Paragraph heading.
OR
 Click Format on the menu bar.
 Select Paragraph, the Paragraph dialog box appears.
 Click the Indents and Spacing tab.
o Alignment: Choose left, right, center, or justified.
o Indentation: Adjust the left and right margins by clicking the up and down arrows.
 Use the special drop-down menu to select the first line as having the indent or to
create a hanging indent.
o Spacing: To emphasize a block of text, click the up and down arrows.
o Preview: Gives an idea how your text will look.

Figure 5: Document Spacing
Instructions
your personal letter you used in the previous exercise. You will be asked to do the following:
 Select the text in paragraph 1 and change the line spacing from 1.5 lines to single space.
 Use the line spacing and paragraph spacing features to practice how the features can
change your document.
 Use the Undo feature (from Edit on the main menu or the Undo arrow on the toolbar) to
undo any of the changes you may have made while exploring these features.
Using Page Setup to Specify Margins
 In order to change the margins (space along the top, left, right and bottom) in your
document, you will need to access the ‘Page Setup’ dialog box.
Figure 6: Margin Set
 Click File on the menu bar.
 Select Page Setup.

 Select Margins tab in the page setup dialog box.
OR
 Choose Reveal Formatting on the ‘Task Pane’ and click on the blue link, Margin, under
the section heading.
 You can change the margin in precise steps by clicking on the up or down arrows next to
the margin that you wish to change or you may type a number in the text box next to the
margin you wish to change.
 Click OK.
Figure 7: Page Setup
More Options on the Page Setup Dialog Box
 The Page Setup dialog box gives you several other options for controlling the look of
your document.
 Not only can you control how your document looks on screen, but you can also manage
how your document will be printed.
 The ‘Margins’, ‘Paper’ and ‘Layout’ tabs all contain valuable tools.
 Margins Tab
o Click the Default button in the lower left corner of the ‘Page Setup’ dialog box to set
(or reset) Word's default margins.
o You can choose to apply these new margins to the ‘whole document’ or ‘from this
point forward’ by using the drop-down menu, Apply to:
o Change the ‘Page Orientation’ by clicking on either the Portrait box (8.5 x 11) or the
Landscape box (11 x 8.5).
 Paper Tab
o The default paper size is 8.5 x 11, but you can change the paper size entirely.

Tanzania Ministry of Health Manual Covers Basic Computer Skills

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